TVETipedia Glossary

Organisation:	United Nations Educational, Scientific and Cultural Organization, UN
Source:	EFA Global monitoring report: Youth and skills, putting education to work (2012)
Description:	The 2012 EFA Global Monitoring Report is divided into two parts. Part I provides a snapshot of progress towards the six EFA goals, and towards spending on education to finance the goals. Part II turns to the third EFA goal, paying particular attention to the skills needs of young people. p. 1 (Overview)

Organisation:	OECD, Global
Source:	What does low proficiency in literacy really mean? (2016)
Description:	The Survey of Adult Skills finds that even adults with the lowest proficiency in literacy possess some basic reading skills, although the level of these skills varies considerably across countries. Basic reading skills are revealed in both the accuracy in and speed of responding to reading tasks, which indicate the level of ease and automaticity of reading. Among adults with low proficiency in literacy, those who took the survey in a language different from their mother tongue had much poorer basic reading skills than native speakers.Abstract

Adults ability to read, write and use numbers and numerical information.
Source: NCVER 2013, Australia

Digital literacy should be understood to mean the basic skill or ability to use a computer confidently, safely and effectively, including: the ability to use office software such as word processors, email and presentation software, the ability to create and edit images, audio and video, and the ability to use a web browser and internet search engines. These are the skills that teachers of other subjects at secondary school should be able to assume that their pupils have, as an analogue of being able to read and write.
Source: Royal Society 2012, UK

Digital literacy is the ability to use information and communication technologies to find, understand, evaluate, create, and communicate digital information, an ability that requires both cognitive and technical skills. (Also used in 'Media and Information literacy: Policy and strategy guidelines', UNESCO 2013)
Source: ALA 2013, USA

Digital literacy consists of equipping people with ICT concepts, methods and skills to enable them to use and exploit ICTs. The related concept of information literacy consists of providing people with concepts and training in order to process data and transform them into information, knowledge and decisions. It includes methods to search and evaluate information, elements of information culture and its ethical aspects, as well as methodological and ethical aspects for communication in the digital world.
Source: ITU 2010, Global

Digital literacy refers to the skills required to achieve digital competence, the confident and critical use of information and communication technology (ICT) for work, leisure, learning and communication.
Digital literacy is underpinned by basic technical use of computers and the Internet. To measure this, the Community survey on ICT usage in households and by individuals asked if respondents had carried out six basic computer and six basic Internet activities. Those who had done 5 or 6 were classed as highly skilled, 3-4=medium; 1-2=low; those who had not carried out any of the activities, were considered as having no skills
Source: EU commission (Eurostat) 2016, Europe

A program with a literacy component for parents and children or other inter-generational literacy components.
Source: DOE Virginia 2014, Virginia (USA)

Percentage of people aged 15 to 24 years who can both read and write with understanding a short simple statement on their everyday life. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations.
Source: UNESCO UIS 2013, Global